Syllabus
Teri Hannon
Resource/Inclusion Teacher
Skyland Elementary
Email: thannon@greenville.k12.sc.us
Phone: 864-355-7235
Website: https://sites.google.com/greenvilleschools.us/thannon
Long Range Plans
I work with students with specific learning disabilities and other disabilities to bridge the gap between the student’s achievement and standards that are expected to be mastered at each grade level. Inclusion classes involve my direct assistance inside the general education classroom. Small group instruction occurs in my classroom using the Reading Horizons curriculum. Pacing varies for each small group based on the mastery of skills by 80% of the group.
Reading Horizons Discovery (Grade 2/3)
Quarter 1
Consonant Blends
Special Vowel Combinations
Compound Words
Digraphs
Quarter 2
Phonetic Skills 1-2
Three Sounds of -ED
Adding Suffixes to Skills 1-2
Vowel Families O and I
Quarter 3
Phonetic Skills 3-4
Spelling with -KE
Another Sound for C and G
Adding Suffixes to Skills 3-4
Quarter 4
Phonetic Skill 5
Digraph Blends
Adding Suffixes to Skill 5
Sounds of GH, IGH, IGHT
Reading Horizons Elevate (Grade 4)
Quarter 1
Phonetic Skills 1-2
Three Sounds of -ED
Adding Suffixes to Skills 1-2
Vowel Families O and I
Quarter 2
Phonetic Skills 3-5
Spelling with -KE
Another Sound for C and G
Adding Suffixes to Skills 3-5
Quarter 3
Many Jobs of Y
Decoding Skill 1
Schwa
Syllable Stress
Quarter 4
Decoding Skill 2
-LE at the End of a Word
Decoding Words of Any Length
Compound Words
Reading Horizons Elevate (Grade 5)
Quarter 1
Many Jobs of Y
Decoding Skill 1
Schwa
Syllable Stress
Quarter 2
Decoding Skill 2
-LE at the End of a Word
Decoding Words of Any Length
Compound Words
Quarter 3
Murmur Diphthong AR
Murmur Diphthong OR
Murmur Diphthongs ER, UR, IR
More Digraphs PH, GN, KN, CK, WR
Quarter 4
Digraph Blends
Special Vowel Sounds
Root Words, Prefixes, Suffixes
Other Suffixes
Math Inclusion: 4th and 5th Grades:
Inclusion services will follow the district and teacher pacing for the year. Refer to the syllabus of your child’s classroom teacher for units taught in these areas.
Parent/Teacher Communication
Parents are encouraged to contact me anytime via email or telephone. Phone messages left during the day may not be returned until after school. Each student will have an annual review IEP meeting during the school year. Parents may request an IEP meeting at any time in the year if there are concerns about the child’s services that need to be addressed with the team.
Students do not receive regular grades on lessons taught in the resource room, but grades are sometimes provided for teachers if students have missed classroom assignments to be in resource. Students receiving special education services may receive accommodations in the general education classroom. This is reflected in the report card comments (“Grade Reflects Accommodations”).
Classroom Expectations
The small group setting provides opportunities for students to move around and to practice skills with immediate feedback. Students are expected to participate in small group learning activities and follow directions. If there is a concern with a child’s behavior in the resource classroom, parents will be contacted by telephone.
Homework
Students will be expected to complete their classroom assignments following the homeroom teacher’s homework policy. No additional homework will be assigned from the resource teacher.
Materials
Materials will be provided for small group lessons. Students receiving inclusion services inside the general education classroom will need the required materials from their homeroom teacher.
Daily Schedule
7:45- 7:55 Behavior check-in (4th)
7:55 - 8:25 Second Grade Math Small Group
8:25 - 8:55 Fourth Grade Math (inclusion)
9:00 - 9:30 Third Grade Reading Small Group
9:45 - 10:15 Second Grade Reading Small Group
10:15 - 10:40 Behavior Support
10:40 - 11:10 Fifth Grade Reading (T/TH inclusion)
11:15 - 11:45 Behavior Support/Indirect check-ins
12:55 - 1:25 Fourth Grade Reading Small Group
1:35 - 2:05 Fifth Grade Reading Small Group
eLearning Guidelines
Contingency Plans for eLearning are developed for each student with an IEP and will be followed in the event that students are on an eLearning schedule. Students have access to my Google Classroom and should log into this class for assignments and live meets. In the case of eLearning for just a day or two, resource assignments will be posted in my Google Classroom, but homeroom assignments take priority.